Grade 8 Learning Materials

(Under K to 12 Curriculum)

MAPEH Grade 8
Physical Education
(First Quarter)

Health Related Fitness

INTRODUCTION

This module is designed for you, as a Grade 8 learner, to explore knowledge

and skills that will help you and your family develop a lifelong habit of physical fitness and
wellness. This actvity will be a real challenge for you and your family.
Nowadays, people become less physically active because of various reasons and one
of those is brought by the advancement of science and technology. Many are no longer
participative in any fitness-relevant activities. We are aware of the health benefits and
importance derived from engaging in physical activities, yet we tend to take its significance
for granted. Unfortunately, many young people do not engage in worthwhile exercises or
physical activities anymore. This may be due to your youth and your ability to execute with
less effort, or your current health status.
Being physically fit and healthy can help you get through with the stresses and
demands of life and this improves your self-esteem, develops your confidence and self-
concept which can only be realized when are much older.
Health-related fitness activities play a vital role in the holistic development of a
person. Fitness activities, usually depend on individual’s choice, age, and ability. Health-
related fitness ensures cardiovascular fitness and thus helps you in the process of aging.
Health–related fitness activities are provided for you to have a better grasp on the
lesson at hand, and they will equip you with various choices in selecting the most appropriate
exercises or activities that will help you and your family to achieve a level of physical
wellness. Expectations from these activities should be clear to you and questions are
encouraged for your better understanding.
You will be encouraged to design an HRF (Health Related Fitness) plan that
will cater to the needs of your family. An HRF plan is a set of fitness goals. These goals that
you establish should take into account your current as well as your desired fitness levels.
Even after the implementation of the designed HRF plan, you will still need to evaluate its

1
success or failure. Accordingly, you then make certain revisions in order to encourage
yourself and your family to continue the HRF activity for life. There is also a need to
emphasize the importance of making the activity fun and enjoyable. In doing so, you’ll have
exercise as a habit for life.

Objectives

At the end of the lesson, you should be able to

 recognize the physical activity habits of the family in terms of health-related fitness
components;
 undertake fitness tests;
 assess the family’s strengths and weaknesses in the components of HRF;
 perform exercises to enhance cardiovascular and muscular fitness;
 demonstrate HRF for the family regularly to ensure its promotion of an active lifestyle;
 explain why the purpose is critical in ensuring the conduct of activities in the family;
 design physical activities that promote cardiovascular and muscular fitness to family
members.

Pre-Test

This Pre-test is given to find out how well you know and understand the importance
of physical movements in your daily life. These activities will assess your knowledge and
skills on Health-Related Fitness.

A. Identify and classify the pictures as shown based on the components of health-related
fitness

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

B. Explain briefly how these HRF activities can benefit your family in terms of physical
wellness.
 C.

1. 2. 3.

4. 5. 6.

7. 8. 9. 10.

The result of your pre-test will not be graded but will help the teacher determine your knowledge of the lesson
 Learning Goals and Targets

Provide below your expected personal learning goals and targets.

Learning goals and targets are lessons you expect to learn from this learning materials. Example: I will be able
to identify the four components of HRF.










ngratulations! You have identified your learning goals and this tme you are ready to explore the next learning steps .
 Remember learners that in this quarter it is expected that you have enough understanding about phys

Part I. WHAT TO KNOW

In this stage, you will reflect on how well you understand the concept of health-
related fitness and your expectations about the topic. You are encouraged to ask questions for
further clarifications. The following activities shall help you assess your knowledge about
health-related fitness exercises. This will give you opportunities to identify and clarify any
misconceptions you have about the lesson.

Activity 1
Where Am I?

Let’s play a brain teasing fun game called “Word Scramble”. Find from the untangled
letters that would compose the components associated with Health-Related Fitness. The
words could be in any directions as long as the letters are all inter-connected. In you activity
notebook, write these words and try to define each word identified.

S C E N T E R O W

B T E N D U R A E

O L R V I T A N C

D F L E X I B I L

Y C O M N D Y T I

I S O P O G F Y R

T I O N S P T A G

M A X I M U M H E

My answers:
1.
2.
3.
4.
 If you have found the words and were able to define each, that would mean that you have the basic knowledge of HRF. Be

Components of Health-Related Fitness

Fitness is defined as a condition in which an individual has enough energy to avoid fatigue
and enjoy life. Try to look back and reflect on your day’s activity. Do you have lots of
energy, or do you get tired easily?

Physical fitness is divided into four health- and six skill-related components.

Skill-related fitness enhances one’s performance in athletic or sports events.

Health-related fitness is the ability to become and stay physically healthy.

Health Components Skill Components

Cardiorespiratory fitness Agility
Muscular strength and endurance Balance
Flexibility Power
Body composition Speed
Coordination
Reaction time

Health-related components focus on factors that promote optimum health and prevent the
onset of disease and problems associated with inactivity.

Four Components of Health-Related Fitness

• Cardiovascular fitness is the ability of the heart (cardio) and circulatory system (vascular)
to supply oxygen to muscles for an extended period of time.

Cardiovascular is also called cardiorespiratory (lungs) fitness. Usually the 1km run or some
other type of continuous fitness activity (12-minute run, cycling, step-test, etc.) is used to
assess cardiovascular fitness.

• Muscular strength and endurance is the muscle’s ability to produce effort or perform
work.
• Muscular endurance refers to the ability of the muscle to work over an extended period of
time without fatigue. Performing push-ups and sit-ups or crunches for one minute is
commonly used in fitness testing of muscular endurance.

• Muscular strength refers to the maximum amount of force a muscle can exert against an
opposing force. Fitness testing usually consists of a one-time maximum lift using weights
(bench press, leg press, etc.).

• Flexibility is the ability to move a body part through a full range of motion (ROM) at a
joint. The sit-and-reach is commonly used to determine flexibility.

• Body composition is the ratio of body fat to lean body mass (including water, bones,
muscles, and connective tissues). Having too much fat tissues is a risk factor for
cardiovascular diseases, diabetes, cancer, and arthritis.

In addition to improving quality of life, health-related fitness

• increases muscle tone and strength;

• decreases susceptibility to injuries and illness;
• improves bone mineral density;
• reduces risk of osteoporosis;
• improves posture;
• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;
• improves blood pressure;
• decreases risk of diabetes and some cancers;
• improves self-esteem and self-confidence;
• decreases body fat and improves metabolism; and
• increases energy level and academic achievement.

After reading this article, answer the following questions below on your worksheet:
1. In your own words, define fitness.

_ .
2. Describe the difference between health-related and skill-related fitness components.
_
_ .
 Activity 2
Quest for Fitness

What are my daily routines or tasks associated to health-related

fitness?

Reflect on your daily activities and write them down on the table below. Give special
attention to activities that will help improve your HRF and maximize your body potentials.
After a few minutes, group yourselves into 5 or 8 and discuss your answers with the group.
Present your output in class.

My daily routines/tasks HRF components

1.

2.

3.

4.

Do you know that doing household

chores helps a lot in maintaining physical
fitness? Think about this: for the whole day,
you have been sitting down in the classroom,
listening and writing down notes which make The next
you immovable. So find time doing household
activity is a
chores as part of your daily routines.
reinforcement of
what you have
learned in part 1.
 Activity 3 Picture Parade

In this activity, you are expected to bring pictures showing different activities of a
person. Display each picture and describe the action and how the person in the picture might
be feeling. List down benefits associated with each activity.

Examples of pictures might include:

 A smiling child running (feeling free and happy)
 A group of people engaged in a game or sport (having fun)
 A figure skater, dancer, or gymnast performing (graceful, powerful)
After displaying your picture parade, ask one of your classmates to report his/her list of
benefits associated with each activity in class. Allow your classmate to explain his/her
answer.
Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or
magazines that will illustrate the benefits of being active.

Wow, you have done a great job! Your presentation was indeed a work of art. It is now very clear that you hav
lesson well.

Activity 4
Family Connection

In this activity, you are to identify the physical activity habits of the family in terms
of health-related fitness components. A table is provided for you to list down important
details of the family that would be of help later when you will be designing your family HRF
activity plan.

Family Age Occupation/ Activities involved in HRF Household HRF

Members relation to the component Chores component
Work/Job Occupation/Work/Job involved involved

Example: Feeds the

Drives and sits for 8 chicken,
Father 54 PUJ Diver
hours Repair
damages in
the house . . .
 Mother 48 Housewife

Sister 25 None

Brother 1 22 Laborer

Brother
18 Student
2

Me 14 Student

(Just indicate those people you are living with.)

Great job! That wasn’t too hard, right? You are now ready to level up. The succeeding activities awaiting you will be more interesting and fun-

Part II. WHAT TO PROCESS

Activities are provided for you to have a deeper understanding on the

importance of exercise in building total fitness and family wellness. The activities will
also allow you to develop better understand HRF.

n determining general fitness. This is a test given to you every year. So this would not be hard for you to perform. Make sure to follow the ins
 Activity 1
Physical Fitness Test (HRF)

1. Prepare for the test.

 Review the procedures in conducting the Physical Fitness Test.
 Wear appropriate attire.
 Do the warm-up exercises on your own or with your partner.
 Re-orient yourself on the proper execution of the tests and recording of
test results.
 Go through with the test without exerting maximum effort.
 Observe safety.
2. Perform the test with a partner.
3. Record your test results.

Physical Fitness Test Health Related Fitness

BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.

A. Body Mass Index (BMI)

WEIGHT [in Kilograms]

HEIGHT [in Meters]2

Example: 30 30 20.83 (NORMAL)

(1.2)2 1.44

CLASSIFICATION:
BELOW 18.5 Underweight Normal Overweight Obese
18.5 – 24.9
25– 29.9
30.0 – ABOVE

A.1 Weight – the heaviness or lightness of a person.

Equipment:
Weighing Scale
 Procedure:

For you as the test taker:

a. Wear light clothing.
b. On bare feet, stand erect and still with weight evenly distributed on the
center of the scale.

For your partner:

a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.

Scoring – record body mass to the nearest 0.5 kilograms

A.2 Height – it is the distance between the floor to the top of the head in standing
position.

Equipment:
1. An even and firm floor and flat wall
2. L – square
3. Tape measure laid flat to a concrete wall. The zero point starts at the
bottom of the floor.

Procedure:

For you:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall with tape measure.

For your partner:

a. Place the L-square against the wall with the base at the top of the head
of the person being tested.
b. Record the score in meters.

Scoring – record standing height.

* 1 meter = 100 centimeters

B. Waist Circumference
– waist circumference is a good predictor of visceral fat which
contributes more risk of cardiovascular disease and diabetes
than fat located in other areas of the body.

Equipment:
Tape Measure
 Procedure:

For you:
a. Wear light clothing before taking waist circumference.
b. On bare waist, stand erect and wrap tape measure around waist.

For your partner:

a. Record the score in centimeters.

Standard
Men Women
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >43.5
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5

STRENGTH – refers to the muscle’s ability to generate force against physical

objects. In the fitness world, this typically refers to how much
weight you can lift for different strength training exercises.

1. 90 – Degree Push-up

Purpose – to measure strength of upper extremities

Equipment
Exercise mats or any clean mats

Procedure

For you:
a. Lie down on the mat; face down in standard push-up position: palms on
the mat under the shoulders, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree angle at the elbows
(upper arms are parallel to the floor).
 FOR GIRLS: With knees in contact with the floor, straighten the arms,
keeping the back straight, then lower the arms until there is a 90-degree
angle at the elbows (upper arms are parallel to the floor).

c. Perform as many repetitions as possible, maintaining a cadence of 20

push-ups per minute (2 seconds going down and 1 second going up).

For the tester:

a. As the student assumes the position of push-up, start counting as the
student lowers his body on the ground until he reaches 90-degree angle
at the elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the push-
ups in the correct form (three corrections are allowed), is in pain,
voluntarily stops, or when cadence is broken.

Scoring – record the number of push-ups made.

2. Curl-ups

Purpose – to measure strength of abdominal muscles

Equipment
Exercise mats or any clean mats

Procedure

For you:
a. Lie on your back with the knees flexed and the feet 12 inches from the
buttocks.
b. Feet cannot be held or rested against an object. The arms are extended
and are resting on the thighs
c. Complete a slow, controlled curl-up, sliding fingertips along the floor
until they touch the second tapeline.
d. The curl-up should be performed at a rate of one every 3 seconds or 20
curl-ups per minute (2 seconds going up and 1 second going down).
e. There should be no rest at the bottom position, and perform as many
curl-ups as possible without stopping.
 For the tester
a. One curl-up is counted each time the student’s shoulder blade touches
the floor.
b. Make sure that the student performs the curl-ups in the correct form.
c. The test is terminated when the subject can no longer perform the curl-
ups in the correct form (three corrections are allowed), is in pain,
voluntarily stops or when cadence is broken.

Scoring – record the number of curl-ups made.

FLEXIBILITY – refers to the ability of the joints to move through a full range of
motion.

1. Sit and Reach – a test of flexibility for the lower extremities particularly the
hamstring.

Purpose – reach as far as possible without bending the hamstring

Equipment:
Tape Measure

Procedure

For you:
a. Sit on the floor with back flat on the wall with feet approximately 12
inches apart.
b. Without bending your back, knees, and elbows, place one hand on top
of the other and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start
the test by slowly reaching the farthest point possible without bending
the knees.
 For your partner:
a. As the student assumes position (b) procedure, position the zero point of
the tape measure at the tip of the finger farthest from the body.
b. See to it that the knees are not bent as the test taker reaches the farthest
that he/she could.
c. Measure the farthst distance reached.
d. record the score in centimetesr.

Scoring - record sit and reach to the nearest 0.1 centimeter.

2. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to
parallel the strength / endurance assessment of the region.

Purpose – to touch the fingertips together behind the back by reaching

over the shoulder and under the elbow.
Equipment:
Ruler

Procedure:

For you:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend
your elbow up across your back, and try to cross your fingers over those
of your right hand.
d. Reach with the right hand over the right shoulder and down the back as if
to pull a zipper or scratch between the shoulder blades.
e. To test the left shoulder, repeat procedures a – d with the left hand over
the left shoulder.

For your partner:

a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters.
 Scoring – record zipper test to the nearest 0.1 centimeter.

Standard
0 – did not touch fingers
1 – just touched fingers
2 – fingers overlapped by 1-2 cms.
3 – fingers overlapped by 3-4 cms.
4 – fingers overlapped by 5-7 cms.
5 – fingers overlapped by 8 cms. or more

CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs and

blood vessels to deliver oxygen to working muscles and tissues,
as well as the ability of those muscles and tissues to utilize that
oxygen. Endurance may also refer to the ability of the muscle to
do repeated work without fatigue.

1. 3–Minute Step Test

Purpose - to measure cardiovascular endurance

Equipment
1. Step with a height of 12 inches
2. Stopwatch

Procedure

For you:
a. Position in front of the step.
b. At the signal go, step up and down on a bench for 3 minutes at a rate of
24 steps per minute. One step consists of 4 beats, – that is, “up with the
left foot, up with the right foot, down with the left foot, down with the right
foot.”
c. Immediately after the exercise, stand and relax. Don't talk.
d. Right after the activity, locate your pulse. (the first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.

For your partner:

a. As the student assumes the position in front of the step, signal, “Ready”
and “Go”, start the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and multiply
it by 6.

Scoring – record the 60-second heart rate for the activity.

PERFORMANCE TARGETS FOR BOYS

ENDURANCE
STRENGTH FLEXIBILITY

AGE 1 Km.
Partial Curl- 90 degree Sit and Reach Zipper 3 min. Step
Walk/Run
Ups Push-Ups (cm.) Test Test

4:57
9 23 15 37 122

4:40
10 25 16 39 121

4:27
11 26 17 41 119

4:25
12 28 18 43 117

4:19
13 32 19 45 115

4:18
14 36 20 50 110

4:14
15 38 21 55 107

4:10
16 42 22 56 105

4:00
17 45 23 64 102

3:55
18 47 24 69 99

3:45
19 49 25 70 98

3:35
20 51 26 72 96

3:30
21 55 27 72 95
 PERFORMANCE TARGETS FOR GIRLS
ENDURANCE
STRENGTH FLEXIBILITY

AGE 1 Km.
Partial Curl- 90 Degree Sit and Reach Zipper 3 min. Step
Walk/Run
Ups Push-Ups (cm.) Test Test

5:30
9 20 7 43 119

5:00
10 21 7 45 117

4:55
11 21 8 47 115

4:50
12 22 9 49 113

4:47
13 22 10 52 111

4:38
14 23 11 54 108

4:30
15 23 12 58 103

4:25
16 24 13 63 101

4:17
17 25 14 68 100

4:10
18 26 14 72 98

4:05
19 27 15 74 96

3:37
20 30 15 75 95

3:35
21 30 16 75 93

Pictures: Sherwin S. Simangan, Justin Roi V. Dulin, Kim Cepeda, Zhanne Kisner Collado

u can have a comparison of your previous fitness test result with your current test result. Have you improved? Well, that would mean you are d

The succeeding activities will assess your skills on HRF. A variety of activities, like sports and fitness exercises, are prepared for you to
which will suit the needs of your family.

Break a leg,
buddy!
 Activity 2
Tough Nut to Crack

Your teacher will provide you with sports equipment available in your school.
Select among these sports equipment what you like. Think about how you’ll use it.
Play for 10-15 minutes with your friends. Jot down notes on the different movements
to be executed during the game. Relate those movements to the health-related
fitness. Write your observations on your activity sheet/notebook.

What to observe:
 What are the different movements you executed? (e.g. running, swinging the
bat, throwing the ball . . . )
1. Identify the parts of the body involved and uninvolved while using the
sports equipment.
2. While performing the sports, what specific skills or movements do you
think will help you build the four (4) components of HRF?
3. Reflect how this sports activity can help enhance your health-related
fitness and achieve a balance and total fitness.
4. Among these activities, what would suit the needs of your family in terms
of HRF?

Alternative Activity: Target Zone

In your activity notebook, copy the table as shown, and identify what activity is
represented by each sports material. Reflect on the health benefits derived from
engaging in these activities. Select the best and most appropriate activity for your
family as you design your HRF plan.
 Whew!That was quite fun.
Activity 3 below can also be done with your family at home. This would be excellent if the family members ar
product of this quarter is all about designing an HRF plan for them.

Activity 3
Listen to your Heart

1. You are going to look for a partner (a friend, a relative, a neighbor) for this
activity.
2. Review your knowledge on how to check the pulse rate before and after a
physical activity.
3. You are to execute the exercises or activities for each component of the HRF.
Choose from the suggested exercises below.
4. Observe carefully what exercises are mild or easy, average and intense or
difficult.
5. Chart your pulse rate before and after the activity.

Pulse Rate Before After

Exercise A Example: mild
Exercise B
Exercise C

6. On your activity sheet, answer the following questions after performing the
exercises. Assess the physical activity or exercises given to you.
a. Do you think that these exercises or physical activities are appropriate for
your family?
b. If you are to design a fitness plan for the members of the family, what are
the things to consider?
c. What are the possible activities you can give? Cite examples.
d. Are these activities suited for each of the member of the family?
Suggested Exercises:

FLEXIBILITY EXERCISES

Stretch #1: Shoulder and Chest

This can be performed kneeling or standing. Clasp your hands
behind your back and straighten your arms. Raise your hands as
high as possible and bend your body or trunk forward from the
waist and hold the position for ten seconds.

Stretch #2: Arm Across Chest

Place one of your arms straight across your chest. Place your other hand
on your elbow and pull your arm towards chest and hold. Repeat with
your other arm.

Stretch #3: Triceps Stretch

Place one hand behind your back with elbow in up. Place your other
hand on the elbow and gently pull towards your head. Hold and repeat
with your other arm.

Stretch #4: Gluteus Stretch

Sitting on the floor with your right leg bent, place your right
foot over your left leg. Place your left arm over your right leg
so your elbow can be used to push your right knee. Hold and
repeat for other side.

Stretch #5: Adductor Stretch

Stand with your feet as wide apart as is comfortable. Shift weight to
one side as your knee bends. Reach towards your extended foot and
hold. Repeat for other side.

Stretch #6: Single Leg Hamstring

Place your leg out straight and bend the other so your foot is flat into
your thigh. Bend forward from your waist keeping your back flat. Do the
same for the other leg.

Stretch #7: Standing Quadriceps

Standing on one leg grab the bottom of your other leg (just above ankle).
Pull your heel into your buttocks and push your hips out. Your thigh should
be perpendicular to the ground. Hold and repeat with the other leg.

Stretch #8: Standing Calf

Place your feet in front of each other about 18 inches apart. Keep your
back leg straight and your heel on the floor. Push against a wall to
increase the stretch. Hold and repeat with your other leg.
STRENGTH EXERCISES

CARDIOVASCULAR ENDURANCE EXERCISES

These exercises would consist of jogging, cycling, stair climbing, and running.

Activity 4 Because I Care

Review and assess your output in “Family Connection” activity. Focus on the
strengths and weaknesses of each family member with regards to the health-related
fitness. Give special attention to the aging members of the family and those with
physical disabilities. Copy the following table and do your own assessment:
 Family Health Assessment
Family Age Body Composition Medical HRF components
Members (BMI) history Weaknesses Strengths
Father
Mother
Sister
Brother 1
Brother 2
Me

t have you found out? Were you surprised with the data you have gathered? Well, these are data you have to remember when planning the
Now that you have identified the weaknesses and strengths of each fam
help you

will
plan the
exercisesfor
family.

Activity 5 Work it Out

Propose exercises for flexibility, strength and cardio-respiratory endurance (at

least 5 exercises for each component). Your output will be presented to your
teacher. Provide your own music.

Things to remember when performing your exercises:

1. Chosen exercises are aligned with your HRF goal. Timing and coordination
blend well with the music; there is unified effort of the group members (if done
in groups); and exercises are excellently executed.

n this quarter. This proves you are doing fine and going to the right direction. Now that you have tackled Part II of this quarter, it
 Part III. WHAT TO REFLECT AND UNDERSTAND

At this stage, you are given opportunities to reinforce and deepen your
understanding on the importance of HRF activities and exercises. You will also be
provided with activities that will assess the mastery of your understanding.
Activities 2-4 are provided for you to have a deeper understanding on the
importance of exercises in building total fitness and family wellness. The activities
will also allow you to develop, reflect on, rethink, validate, and revise your
understanding of fitness exercises.

Activity 1 Health and Fitness Updates

You are provided with a reading article below, read it carefully and make a
reaction paper based on your readings. Your thoughts and opinion about this article
will help you reflect on your understanding of fitness exercise. Write your reaction
paper on your worksheet.
(For additional reading materials browse on this address:
http://www.webmd.com/fitness-exercise/features/exercise-and-music)

Active Video Games Help Some Kids Get Active

By Jennifer Warner
WebMD Health News Reviewed by Louise Chang, MD
Oct. 1, 2012 -- One type of TV time may actually play a valuable role in the battle
against childhood obesity.

A new study suggests active video games may help children, especially girls,
raise physical activity levels.

The results show most teens who play active video games play at moderate or
vigorous intensity levels that would help them meet the recommended 60 minutes
of physical activity on most days.

Researchers say so-called exergames may also help at-risk young people get
moving.

“Because exergames can be played in a variety of settings, including unsafe

neighborhoods, they can increase opportunities for youth to engage in [physical
activity] and decrease sedentary behavior,” researcher Erin O‟Loughlin of the
University of Montreal, Canada, and colleagues write in Pediatrics.
Exergames are screen-based active video games in which individual players or
groups interact in a physically active way. They include rhythmic dancing games,
virtual bicycles, balance board simulators, and virtual sport simulators.

They require a screen, like a TV or computer, and a gaming console, such as the
Nintendo Wii. The video games track the players‟ movements onscreen as they
attempt to reach a goal.

Active Video Games Count as Exercise

In the study, researchers surveyed more than 1,200 10th- and 11th-grade
students in the Montreal area about their use of active video games.

The results show nearly one-quarter of the children said they played active video
games. Gamers played an average of two days per week for about 50 minutes
each session.

Nearly three-fourths (73%) said they played at a moderate or vigorous level of

physical intensity that would count toward meeting the recommended physical
activity guidelines.

Researchers also found that exercise video games like "Wii Fit" and "Dance
Dance Revolution," which require high amounts of energy, were among the most
popular active video games.

New Role for Active Video Games?

Researchers say the results suggest that active video games may have a unique
role in the battle against rising childhood obesity rates.

The study shows that boys are more likely to play non-active video games, and
girls were more likely to play active video games.

Researchers also found that most children who played active video games
played at home, but many also played at friends‟ homes.

“It is possible that some girls may be uncomfortable exercising at school or in

community settings because they feel scrutinized or judged and therefore prefer
exercising at home alone or with friends,” the researchers write.

“Lack of school-based exergaming may represent a „missed opportunity‟ to

introduce young people to another form of [physical activity],” they write. “The
feasibility of exergaming in community centers or at school needs to be tested,
and research on the sustainability of exergaming is warranted.”
 Activity 2
Health Perks

You need to understand the health benefits derived from physical activity
before you can successfully design and implement an HRF (Health-Related Fitness)
plan.
Make a report or a powerpoint presentation on the health benefits derived
from involving oneself in the HRF activity. Tackle the 4 components: strength,
flexibility, endurance and body composition. Below is a sample:

ideal body type prevent joint problems and

Bodydiabetis
Composition• that certain amount of
fat is needed by the body to function well

strengthen immunity
Strength
protection against injury

improved Heart-Lungs
Endurancefunctioning
increase oxygen supply

improve posture
Flexibility
decrease risk of injury

After the presentation, it is expected that you will make a generalization on the
importance of engaging in exercises and the drawbacks or disadvantages of lack of
exercise.
Reflection / Realization: Complete the sentences below.
1. Cardio-respiratory endurance can help me
.
2. _ can help me achieve an ideal
BMI.
3. Bending and stretching allow me to
_ .
4. _ body.
strengthen my
5. Therefore I have learned that
_ .

Here are your guides for the oral presentation: (Criteria)

1. Presentation of the HRF health benefits should be addressed clearly.
2. Visual and audio presentation should be well-organized and well-explained.
3. Effective communication skills should be evident.
 Well learners, that wasn’t tough, right? This is going to be easy once you have answered all the questions. Try t

Activity 3
Together in Fitness

Make a scrapbook with pictures of your family showing the progress or

regress of the family’s state of health. To be included in the scrapbook are pictures
of your family’s past HRF activities (sports, exercises, and recreational activities).
The scrapbook should tell a story about family wellness. This activity will help you
assess and understand the state of health of your family.

your scrapbook. Scanning over your scrapbook, reflect the health status of your family. If you have lots of pictures to show, that
 Part IV.
WHAT TO TRANSFER

At this stage you will plan for physical activities for your family which can be
considered as your lifetime engagement to achieve family wellness.

Activity 1 Goal Setting

By this time, it is affirmed that Health-Related Fitness plays a very important role
in your family wellness. Design an HRF plan for your family.
1. Review and assess the output in “Because I Care” by identifying what
particular exercises or physical activities are needed by your family members
to achieve family wellness and to enjoy lifelong good health. Focus on the
HRF activities and exercises. You may choose exercises from the suggested
exercises in “Listen to your Heart”.

ou to work on your HRF plan. Setting of your goals here is crucial to the development of your HRF plan. Look into the very needs
the outputs you have on the previous activities as basis for your plan.

Activity 2
Hit the Target

In designing your HRF Plan it must be simple, enjoyable and suited to the
needs your family in order to attain maximum level of physical wellness.
Use the chart found on the next page to plan your activities. Make sure to
include activities for the whole family. Your log should show complete thought and
effort and be as detailed as possible.
Below is an example of a fitness plan for your basis.

Suggested plan: Join community Fun Runs, ballroom dancing; assign household
chores and others.
 Supplementary activity: Family Day
You will submit a narrative report about the actual implementation of the HRF
Plan you have designed. You will also provide proof to support the narrative report
like pictures, video, signatures or thru other media technologies. It is expected that
this implementation will take a while, so you will be given enough time to submit this
narrative report and evidences before the end of the first quarter period.

Assessment of HRF plan for the family using the following criteria:
 Appropriateness of the HRF activities for the family
 Relevance to the needs of the family members
 Completeness of the plan

nding at home. So, this is a great opportunity for you to experience. Maybe at some point you have encountered difficulties but keep in mind
 SUMMARY

It is expected that by this time you have already understood the essentials of
health-related fitness and its relation to family wellness. This module has provided
you discussions on the importance of HRF and supplied you with different activities
for you to assess yourself and your family in terms of health-related fitness and
thereby guiding you to design an appropriate HRF plan for your family that will
sustain for life. Furthermore, this module is focused on a wide range of activities that
will help you develop appropriate skills, enables you to understand fitness concepts
and their application, as well as fosters confidence and appreciation of physical
activity as a means to wellness.

Part I gives you a brief recall on the HRF components. It also provides you
with activities to help you strengthen your knowledge on the lesson at hand. A brief
assessment of your family’s daily physical activity habits is also asked of you to later
plan the appropriate activities and exercises that will suit each family member.

Part II enables you to perform and demonstrate the HRF test. The result of
the fitness test is your basis for self-assessment. A table is also provided for you to
list down and assess your family health status that is crucial in designing your family
HRF plan.

Part III provides you with different activities and discussion that can help you
reflect and think deeply on the essentials of health-related fitness. It also talks about
the health benefits of engaging in physical activities and exercises. The activities,
exercises and sports introduced in Part III are carefully selected for you to choose
and decide the appropriate HRF activities for you and your family.

Part IV is the final phase of Quarter 1. You are expected to design an

appropriate HRF plan for your family that will sustain a lifelong active lifestyle. Taking
into consideration what you have learned from this chapter and from the activities
provided in Part I-III, you are now equipped to propose an HRF plan.
 GLOSSARY OF TERMS

Collage - form of art in which various materials such as photographs and pieces of
paper or fabric are arranged and stuck to a backing.
Fitness – the condition of being physically fit and healthy, especially as a result of
exercise and proper nutrition.
HRF (Health-Related Fitness) - ability to become and stay physically healthy.
Perks – Benefits; privileges; bonuses
Regress - returning to a former state; get worse or fall back to a previous condition.
SRF (Skill-Related Fitness) - focuses on the performance in a sport.
Wellness – the quality or state of being healthy in body and mind, especially as the
result of deliberate effort.

SOURCES:

-different-types/ 11-28-2012 ocuments/hf/AllTogetherNow.pdf 11-28-2012 11-28-2012

olympics?page=6
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2012

itness_zone/pdf/heart_rate_monitor_activities/health_skill_re y_3.pdf, 11-08-12

ht h
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